Teaching Philosophy

Intention

The core of my classroom is a strong intention to develop ourselves as learners and community members. We are intentional in the way we speak, act, and create. Doing things with intention encourages learners to reflect on the “why” of art, and what their personal reasoning is for creating art. I believe that every student can engage with art, regardless of ability level or interest - there is always a way to relate to art, even if it looks different for everyone. By leading with a thoughtful attitude, I can help my students set their own intentions for what they want their futures to look like, and solidify how they plan to get there. In my classroom, we strive to move away from being checked out, apathetic, or indifferent, and instead move towards an artistic practice for each student that is interdisciplinary, multifaceted, and intentionally directed towards personal success.

Self-Advocacy

My students are encouraged to become meaningful communicators, through art but also through finding their voice. Self-advocacy is a key skill that students across the spectrum of abilities and interests can develop through repeated practice and with teacher support. The goal is to foster a deep sense of self-knowledge that is reflected in the ability of the student to advocate for themselves. If they are uncomfortable, unsafe, or even just needing a little bit of extra help, students are encouraged to speak up. I cultivate this skill by offering multiple opportunities throughout projects and lessons for students to ask questions, providing examples of common issues with clear solutions, and tangibly rewarding students for communicating their needs in a respectful way.

Growth

The goal of any lesson is growth: for students to thrive as artists, learners, and people, in ways that build on their previous knowledge and expand their worlds. For my students, I want to emphasize the diversity of growth, and how it can occur in the classroom in multiple ways. Students are not competing against each other, they are competing against themselves. What is their next best result? How can they reflect on where they need to grow? What is the best way to get to that point? By implementing Universal Design for Learning (UDL) principles in my lesson plans, I offer students a variety of ways to express their growth. Students will always be presented with multiple options to earn an exemplary grade, so that they can learn what it feels like to take charge of their education, while still pushing themselves to develop the skills they need to succeed by selecting goals in line with the goal of the entire classroom. At the end of a year, term, or day, I hope that my students can identify areas in which they have grown, while still retaining that desire to keep improving and growing every single day.